Sherborne Girls
the fifth form A Guide to GCSE Studies
For GCSE courses starting September 2017... CONTENTS School Aims Education Reforms The Subjects How Many GCSE’s How to Choose How it all adds up Key Stages
2 3 4 5 6 7 9
English Mathematics Modern Languages Religious Studies Science
10 11 12 13 14
Art & Design Classical Civilisation Classical Greek Design and Technology Drama Food Preparation and Nutrition Geography History Latin Music
16 18 19 20 22 23 24 25 26 27
Core Subjects
Option Subjects
Fifth Form 1
School Aims “Throughout the school we offer a curriculum which is broad, appropriate, coherent, challenging and forwardthinking, with opportunities for differentiation.” At Sherborne Girls we aim to fulfil the individual potential of all girls by offering a varied choice of subjects and activities, raising aspirations from an early age and developing a passion for learning and life in their chosen fields.
• We aim to provide an excellent, broad and academic, full-boarding education for girls, enhanced by links with other academic communities. • We aim to develop the unique gifts of each girl by providing an environment and curriculum through which all members of the school will flourish.
• We aim to create a community founded on Christian values and in which every girl is encouraged to develop their whole selves including spiritual dimension. • We aim to send out in to the world young women who are adaptable, intellectually enquiring, courageous and compassionate with the confidence to be effective leaders.
Our curriculum for the ‘GCSE years’, our Middle Fifth (M5) and Upper Fifth (U5) provides breadth and enrichment. We offer a full suite of GCSE subjects which embrace the opportunity for girls to develop the whole person whilst providing an element of choice at this stage. Our individualised approach to teaching and learning ensures that every girl is encouraged to reach her potential. Specific learning requirements whether enrichment or support are addressed wherever possible by classroom teachers in addition to the considerable co-curricular programme that is possible in a fullboarding school. Louise Orton (Deputy Head Teaching and Learning)
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Education Reforms New Courses:
Following a government directive, new GCSE courses have been introduced gradually by Exam Boards, approved by OFQUAL (The Office of Qualifications and Examinations Regulation), over the last two years. From September 2017 all GCSEs will have been reformed. These changes have resulted in: • More demanding content
• Less coursework (although this will remain for subjects where non-exam assessment reflects the nature of the course) • A new grading scale 9 (top) to 1
The new courses aim to increase fluency in problem solving, understanding, application and recall, and to remove continual assessment. These reforms have created considerable departmental discussion based around the choice and detail of new courses; departments have been committed to finding ones that fit with our academic ethos. Details of courses offered can be found in this booklet.
New Grading Scale
The current top grade of A* will be split into two grades 8 and 9 with 9 being extremely difficult to achieve. The C grade is benchmarked at grade 4 although some universities may well be looking for a grade 5 which equates to a ‘high C’ on the old system of grading. This graphic produced by OFQUAL shows how the new grades 9 to 1 match to the current system A* to G.
We will be changing our style of reporting to parents to reflect these changes in grading at GCSE level.
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The Subjects During the two GCSE years we strive to maintain for each student a broad and balanced curriculum and to lay the foundations for A Levels or the IB Diploma and higher education. To this end, the school curriculum for this age group combines a core of compulsory subjects with a wide range of optional subjects.
The Core (Compulsory)
Option Subjects (choose 3-5 subjects)
English Language English Literature Mathematics Science1 One language from the options list2 One RS option from the options list3
Art Classical Civilisation Classical Greek Drama Food Preparation and Nutrition French2 Geography German2 History Latin Mandarin (Improvers only and not native speakers)2 Music Design and Technology (Textiles or Resistant Materials) Religious Studies Full Course3 Religious Studies Short Course3 Spanish2
to include at least one Language2 to include RS Full or Short Course3
Please note: If there is insufficient demand for a course it may not run 1
2
3
4
All girls will study Biology, Chemistry and Physics and will be awarded either two or three GCSEs. Please refer to the Science section of this booklet for more information.
We expect all girls to follow an additional language and they should choose from French, German, Spanish and Mandarin. These are for girls currently learning the language as a non-native speaker. For some students this may not be appropriate in which case we will not enforce a language option (by negotiation). Students who are bilingual may sit language examinations without tuition but we recommend that all GCSE examinations are sat at the end of the U5. RS is compulsory. Please select one of these two courses.
How Many GCSEs? Given the changes to courses and grading, it is essential not to overload with too many GCSE courses. The ‘right’ number will very much depend on the individual and her other commitments. A good balance of examinations and co-curricular commitments is important. For most girls this would be a total of 9 or 10 GCSEs and this is our recommendation. The maximum number of option subjects in addition to the Core is 3 and the minimum we would recommend is 1. The minimum number of GCSEs we recommend is 8 courses; universities are interested in the top 8 grades at GCSE, representing a genuine focus on quality and not quantity. An outline of the course content of all of our subjects, Core and Optional, follows in this booklet. We recommend that you seek advice from the staff at school if you require further information or advice and the first point of contact should be your daughter’s tutor.
We ask that you complete the online form for subject choices by Monday 27 February 2017.
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How to Choose Students are strongly encouraged to study a Humanity and an Arts subject. They should select options with the following considerations in mind:
• The breadth, balance and content of their eventual total programme, academic and extracurricular • Ability, aptitude and past record in each particular subject
• Plans for the Sixth Form and beyond, if any at this stage.
These factors will vary from person to person, as will their choices. The important thing is to aim for as broad and balanced a selection as possible which does not close off choice at a later stage.
Tutors will discuss options with the students and will direct them to other members of staff as appropriate. Parents with any particular queries should contact their daughter’s Tutor.
Subject Groups
We cannot guarantee to be able to timetable every combination of subjects, but will do our best to satisfy demand for balanced programmes. Selection will be made up from the following groups:
Religious Studies (Core)
For those seeking an alternative to the GCSE “Full” course, a short course is available, which takes less curriculum time and equates to half a GCSE qualification.
Modern Foreign Language (Core)
Select from French, German and Spanish. They may combine French with another language.
Humanities (Options)
In addition to Religious Studies, which is compulsory, students may also wish to study History and/or Geography. Classical Civilisation is also seen as a Humanity.
Classics (Options)
Latin and Classical Civilisation are available. Students may also study Classical Greek.
Creative Subjects (Options)
It is a good idea to balance a programme with one from this selection: Art, Design and Technology (Textiles or Resistant Materials), Drama, Food Preparation and Nutrition, Music.
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How it all adds up
These are examples only. Example 1
Example 2
Core including Full RS + 2 options = 9 GCSEs
options = 9 1/2 GCSEs
English Language IGCSE
English Language IGCSE
Mathematics IGCSE
English Literature IGCSE
Double Award Science = 2 GCSEs A Foreign Language
RS full course
Option Option
Core including Separate Sciences + 2
Mathematics IGCSE
English Literature IGCSE
Separate Sciences = 3 GCSEs A Foreign Language RS short course
Option
Option
Please note that all students will have Sport and Personal, Social and Health Education lessons as part of their Core Programme. They will also participate in the co-curricular programme which includes academic enrichment.
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GCSE STUDIES
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KEy STAGES GCSE Information available on website and portal
GCSE Information Presentation
Students 13 January
Parents 10 February
Discussion with tutors
Parents’ Meeting 10 February
Half Term Discussions with daughter
Parents can contact individual tutors or HOY
Students discuss with tutors, teachers etc
Complete choices by 27 February
Checked by tutors and HOY
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Co subjects
English
Cambridge IGCSE First Language English and Literature syllabuses. 0500 English (First Language) and 0486 Literature (English).
This is a two-year course. During the Middle Fifth year all students will study a common core for both English and Literature. It is envisaged that most students will be entered for the Extended Tier (full grade range) in both subjects.
For English, the emphasis is on language skills, and students will learn to understand and respond to what they hear, read and experience. The course enables students to use relevant vocabulary, correct grammar, spelling and punctuation, and to demonstrate a sense of style and an awareness of audience. Assessment is via two equally weighted examination papers, each of two hours’ duration: Paper 2, Reading Passages and Paper 3, Directed Writing and Composition.
For Literature (English), students learn to enjoy the experience of reading literature by interpreting and evaluating English literary texts from different periods and from different cultures. In addition to an internally-assessed unit on a Shakespeare play, the students will study prose, drama and poetry through a range of texts written originally in English. They will develop their ability to appreciate the different ways in which writers achieve their effects, and communicate their personal response to the texts studied, as well as considering the contribution English literature has made to our wider understanding. Assessment is via three examination ‘components’: 1, Poetry and Prose, 1 hour 30 minutes, with a 50% weighting; 3, Drama, 45 minutes, with a 25% weighting, and 4, Unseen, 1 hour 15 minutes, also weighted at 25%.
There is no requirement for coursework in either subject, or for mandatory formal assessment of Speaking and Listening skills, though these will continue to be developed and monitored throughout the two-year course. 10
English as an additional language
Some students whose first language is not English will be encouraged to study for qualifications such as the Cambridge Certificate in Advanced English or the Cambridge First Certificate in English in Middle Fifth and IGCSE English and Literature in Upper Fifth. These examinations test reading, writing, listening and usage skills.
Mathematics
Edexcel IGCSE in Mathematics (Specification A) (9-1): 4MAI. This subject is taught in sets.
Mathematics is everywhere! Without realising it we use mathematics every day and it plays a part in nearly all of our daily activities. Every time we pick up the phone, use the internet, manage money, go to the doctor or travel anywhere, mathematics plays its part. Mathematics is a compulsory subject because it belongs to a tool kit that everybody needs to go through life.
Key subject aims
• To develop a knowledge and understanding of mathematical concepts and techniques. • To give students a foundation in mathematical skills for further study in the subject or related areas.
• To enable students to enjoy using and applying mathematical techniques and concepts, and become confident in using mathematics to solve problems, investigate and take initiative.
• To give students an appreciation of the importance of mathematics in society, employment and study.
In Mathematics we aim to promote the joy of learning by encouraging students to adapt a positive and productive approach to the study of mathematics by delivering the syllabus in a variety of ways, developing independence, responsibility, initiative and a spirit of involvement. A key focus of the new 9-1 specification is developing problem-solving skills and good mathematical reasoning skills.
AQA Further Mathematics level 2 certificate is taught as an enrichment course for the top set only in Upper Fifth. Students do not, however, take their IGCSE Mathematics early.
Assessment
Assessment is by two papers each of 2 hours duration. There is no coursework.
Assessment Objectives
The syllabus is varied and comprehensive falling into these main categories:
• Number and Algebra (A01): the purpose of basic number work is obvious and solving linear equations is often done in our heads without realising it. The use of algebra is a skill essential for problem solving in all areas of life. Mental arithmetic gives students a feel for numbers and the relationships between them and the patterns that they make. In numerous occupations the facility to perform mental calculations quickly and efficiently is essential which is why this section forms approximately 60% of the assessment.
CORE SUBjECTS
ore
• Shape, Space and Measures (A02): i.e. Geometry: the study of shapes and the way they relate to each other and the space around them. This is the knowledge and skills used by designers, architects, engineers and physicists to name but a few and forms 25% of the assessment. • Handling Data (A03): the study of statistics and probability is essential for people embarking on a career in medicine and medical research, the financial world, politics, social and natural sciences, manufacturing or law. The list is endless. This section forms the remaining 15% of the assessment.
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Many of those who have opted to take German, Spanish or Mandarin in Lower Fifth go on to take both French, German/ Spanish/Mandarin at GCSE, but those who decide to study only one modern foreign language for GCSE may choose either French or German or Spanish or Mandarin (i.e. French is not compulsory).
The IGCSE modern languages courses are designed to enable students to communicate with other people, find out more about how language works and teach them about other countries and cultures. By studying foreign languages they will learn many useful skills such as the ability to communicate clearly, being confident about speaking in public and using problem-solving strategies. They will create greater opportunities for themselves to work abroad or for organisations in the UK with international links. They will also gain the skills to enable them to study languages at a more advanced level. 12
Edexcel IGCSE syllabuses (French, German, Spanish and Mandarin)
Modern Languages
Four modern foreign languages are offered in Middle Fifth/Upper Fifth leading to the IGCSE. All students are required to take at least one modern foreign language at GCSE;
A wide variety of resources is used in the study of each language, and there are regular lessons in the computerised language laboratory; there are also native-speaking language assistants who work with the teachers to develop the students’ spoken language. We encourage students to visit France/Germany/Spain on an exchange or paying guest basis during their IGCSE course; we also organise biennial study visits, according to demand.
Parents who are interested in such opportunities are encouraged to contact their daughter’s teacher or the Head of Modern Languages.
The courses build on the knowledge gained in the Lower Fifth. Having studied at least one of these languages, the students already know much of the vocabulary and grammar that is needed for IGCSE. They will build on familiar topics as well as move on to new topics which typically include house and home, travel at home and abroad, daily routines, social and leisure activities, health and fitness.
Examination students are assessed in the four skills of Listening, Speaking, Reading and Writing, and key assessment objectives at IGCSE level include: • Understanding the spoken and written language
• Communicating in speaking and writing
• Understanding and applying vocabulary and structures.
An IGCSE student aims to demonstrate the following achievements, in particular:
• Interacting spontaneously in conversation • Expression and justification of feelings and opinions
• Accurate use of a range of tenses (past, present and future).
The Sherborne Girls Portal pages provide much useful information and links to a wealth of invaluable resources for personal study and practice of modern languages and we advise students to make full and regular use of these resources in the holidays as well as in term time.
RELIGIOUS STUDIES
At Sherborne Girls all students follow Religious Studies to GCSE. Two programmes are offered so students can choose either the full GCSE course or the short GCSE (half a GCSE) as a part of their core course.
Both courses promote critical thinking and the ability to write analytically and to develop ideas through reflective study.
Both courses will provide a strong foundation for an A level programme in Religious Studies or for the IB Philosophy course. The specifications for the GCSE course are as follows:
GCSE Religious Studies A (8062) – Full Course
GCSE Religious Studies A (8061) – Short Course
1. The study of religions: beliefs, teachings and practices
Section A: The study of religions: beliefs and teachings of two religions – students will study Christianity and Islam.
There are two components to the course:
2. Thematic Studies – from religious, philosophical, ethical and textual themes
For the first component students will study the beliefs, teachings and practices of Christianity and Islam. This component will be assessed by a written examination of 1 hour 45 minutes.
For the second component students will study two religious, philosophical and ethical studies themes and two textual studies themes. The two textual studies themes are i) The gospel of Mark – the life of jesus and ii) The gospel of Mark as a source of religious, moral and spiritual truths.
There are two sections to this course:
Section B: Thematic Studies: religious, philosophical and ethical studies:
• Theme A: Relationships and families.
CORE SUBjECTS
AQA – Revised course for 2017-2019 GCSE Religious Studies A (8062) – Full Course GCSE Religious Studies A (8061) – Short Course
• Theme B: Religion, peace and conflict. Assessment is by a written examination of 1 hour 45 minutes.
The religious, philosophical and ethical studies themes will be chosen from:
• Theme A: Relationships and families. • Theme B: Religion and life.
• Theme C: The existence of God and revelation.
• Theme D: Religion, peace and conflict. • Theme E: Religion, crime and punishment.
• Theme F: Religion, human rights and social justice.
This component is also examined with a written exam of 1 hour 45 minutes.
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Science AQA GCSE Combined Science: Trilogy 2 GCSEs or Separate Sciences: Biology, Chemistry and Physics - 3 GCSEs. This subject is taught in sets. The top sets will take the Separate Science course and the others will take the Combined Science Trilogy course.
We aim to give the students the chance to: • Acquire a body of scientific factual knowledge • Develop experimental and investigative skills
• Understand the nature of scientific thought, how scientists work, the strengths and weaknesses of the scientific method and the interpretation of scientific evidence
• Understand how scientific controversies arise; recognise that Science cannot provide the answers to all questions
• Develop awareness and understanding of the relevance of Science to environmental and technological issues and appreciate the economic, ethical and social implications
The new Science curriculum focuses on working scientifically with an emphasis on practical work. The aim is to generate more enthusiasm for Science, making it more interesting and relevant, more accessible to students and encouraging more post16 study of Science. 14
COMBINED SCIENCE: TRILOGy – 2 GCSES
Students study for two GCSEs in Science, which will cover aspects of each of Biology, Chemistry and Physics. Each Science subject is taught separately in two lessons per week by specialist teachers (six lessons per week in total). Each Science subject will be examined separately in two 1 hour 15 minute papers (6 papers in total).
The content for Combined Science Trilogy includes:
Biology
• Cells and cell division
• Tissues organs and organ systems • Bio energetics (photosynthesis and respiration)
• Human Biology, including the circulatory system, the nervous system, digestion, homeostasis and immunity • Inheritance, variation and evolution
• Ecology, including food chains and webs, adaptations and distribution of organisms
Chemistry
• Chemical analysis
• Atomic structure and the Periodic Table • Bonding and structure
• Metals and their reactivity
• Crude oil, fuels and organic Chemistry • Quantitative Chemistry
Physics
• Forces
• Energy • Waves
• Electricity
• Magnetism and electromagnetism • Particle model of matter • Atomic structure
SEPARATE SCIENCES – 3 GCSES (BIOLOGy, CHEMISTRy AND PHySICS)
Students taking Separate Sciences will be taught in the same teaching time as those students taking Combined Science Trilogy, but at a brisker teaching pace. Each Science subject will be examined separately in two 1 hour 45 minute papers.
The same content is taught as for Combined Science: Trilogy, plus extra material which comprises:
Biology
• Microbiology
• Monoclonal antibodies and plant disease
• More Human Biology, including the brain, eye and body temperature control • Plant hormones
• A more detailed approach to DNA, genetics and evolution
Chemistry
• The Periodic Table and transition metals • Chemistry of alcohols, acids and esters • Chemical cells and fuel cells
• Synthetic and naturally occurring polymers • Chemical and spectroscopic techniques
• The Haber Process and using resources
Physics
• Space Physics
CORE SUBjECTS
• More Environmental Biology and food production
• Moments, levers and gears • Pressure • Sound
• Lenses
• Black body radiation • Static electricity
• Transformers
Coursework
There is no coursework, but practical skills will be assessed within the written examination papers. There are also compulsory practicals which must be carried out in class during the course. There are 16 compulsory practicals for Combined Science: Trilogy and 8 for each Separate Science subject (24 in total).
Examinations
All examinations for Combined Science: Trilogy and the Separate Sciences will be taken in the Trinity Term of Upper Fifth.
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Opti su Art & Design AQA Specification 8201
GCSE Art aims to develop more than just practical skills. It tries to go deeper, to affect the way we see and think about things; it tries to produce perceptive people able to notice and appreciate or question their surroundings.
Students will be encouraged to work independently and show individual responses to themes and ideas. The development of basic drawing skills is seen as essential equipment for this. Once their confidence has grown, students are able to determine their own direction and this is a strength of the department. Our syllabus aims to introduce students to a wide variety of media and techniques. It is hoped that an experimental and inventive approach, coupled with increasing technical competence, will enable them to realise their creative intentions more fully as the course progresses. GCSE requires a portfolio of coursework to be presented at the end of the two years. This will show that a student has been able to sustain an area of study from its conception to realisation and we usually produce three separate projects or ‘units’ of work. Due to our unique facilities here at Sherborne Girls, students are encouraged to work in all areas: • Painting, drawing and mixed media • Fabric printing and textile design
• Ceramics and three-dimensional work
• Etching, Lino, collagraph and screen printing, • Photography
Students visit London and go to local galleries whenever possible. Seeing artwork first hand is considered an essential part of the course. In recent years a UK residential art trip has taken place, which has been a great success and the foundation of one of their units of work. 16
The final examination consists of the portfolio of coursework (60%), plus the externally set test, which demonstrates the student’s ability to respond to a given brief or stimulus under supervision (40%). This is usually done in early May. All the work is marked internally, then moderated by an external examiner.
Studying art at GCSE is a progression route to A Levels and potentially a career within the Creative Industries. However, studying art at this level is also good for promoting conceptual thinking and dexterity. It provides students with an awareness of their environment and develops good presentation skills.
OPTION SUBjECTS
ion ubjects
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Classical Civilisation
OCR Syllabus j199
you do not need to know any languages, all the texts are in translation and it does not matter if you have not studied the Greeks and Romans since primary school; all you need is an interest in the Ancient World and its cultures. From women in the Ancient World to the study of religious beliefs and ancient ideas about war, Classical Civilisation involves interesting discussions about things that are still important today. This new GCSE focuses on the civilisations of Greece and Rome and involves the study of literature, art, artefacts, archaeological sites and the ancient historical context. Why not try something completely different? Classical Civilisation lets you do a bit of everything whilst studying two of the most important civilisations of the Western world. you will learn...
• Whether or not the Trojan War actually
happened?
• What Romans did in the bath?
• Where Odysseus was all those years?
• How it felt to be on the front line of an
ancient battle?
• How to insult your ex like a Roman?
• What the Romans did with the sacred
chickens?
• How rude the Greeks were about their
politicians?
Both components are externally assessed. Each component has a one and a half hour paper worth 50% of the course. The question paper will consist of both short answer and extended response questions. Students will be required to respond to both literary and visual/material sources, some of which will be unseen and some from the prescribed material. In the third section of the paper students will be required to compare two ancient sources, one of which will be literary, the other visual/material; one Greek, one Roman.
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Component 1 Thematic Study: Women in the Ancient World
This study has been designed to enable students to explore women in a variety of capacities, and what we can infer about them as both historical and legendary/mythological figures. We look at women in fifth-century Athens and Republican Rome, as well as Sparta and Pompeii. We examine the realities of life as a woman in these societies; both women who are portrayed as living a respectable, ideal life of virtue, and those who created more scandal. In addition, their lack of voice in the state decision-making process will be studied, as will the way in which this is portrayed and perceived. For students in a society where issues of equality and political rights are central, this area of study will be interesting and engaging as they inevitably draw comparisons with their own experiences. There is a wealth of famous women in myth and legend. From Helen to Cleopatra, students will enjoy learning about these figures in more depth and exploring how the ancient world thought about these figures, about whom stories are still written.
Component 2 Literature and Culture: Roman City Life
Here we explore everyday life in Roman cities, with a particular focus on the Imperial period and popular sites and artefacts from Pompeii, Ostia and Rome. Examining typical Roman housing can be an excellent way to make learning tangible and relatable for students, as can the study of education and the lives of young people in the Roman world. The Roman social system was notorious for its intrigues and politics and this, coupled with the study of the spectacle provided by Roman entertainment, gives students a tremendous insight into the scenes often depicted in the cinema. The Literature topics examine poetry and prose, fiction and non-fiction texts, all in translation. The Satires of Horace and juvenal, fiction of Petronius and letters of Pliny will give students an insight into different literary styles and techniques, as well as into interesting areas of Roman life and society.
ΚΛΑΣΙΚΗ ΕΛΛΗΝΙΚΗ OCR Syllabus j292
A GCSE in Classical Greek is an ideal opportunity to develop linguistic skills that will help both in the study and application of English and other languages as well as the study of ancient literature. Together students will gain an insight into the life and culture of the ancient world and will develop their knowledge of texts and stories in Classical Greek. No previous knowledge or experience is required, though enthusiasm for the subject is needed. There is no coursework in this subject.
Component 1 - Language This is the language paper. Students study texts and stories in Classical Greek to build knowledge and understanding of Greek vocabulary, accidence and syntax. The Language component requires students to translate a passage of Greek, answer comprehension questions and either answer questions on syntax and accidence within the context of a narrative passage or translate short English sentences into Greek. This component is worth 100 marks, 50% of the total GCSE, and is assessed externally in a written exam of 1 hour 30 minutes.
OPTION SUBjECTS
CLASSICAL GREEK
Component 2 – Prose literature Students will read prescribed passages from Herodotus (Solon and Croesus) and questions will be set on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written exam of 1 hour. Component 3 – Verse literature Students will read prescribed passages from Homer (Odyssey book 6) and questions will be set on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written exam of 1 hour.
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Design & Te
For this course, the students can specialise in either Textiles or Resistant Materials, although Core Design and Technology knowledge is also required.
OCR Specification j310
WHy STUDy DESIGN AND TECHNOLOGy? Learning about Design and Technology will encourage students to develop design and thinking skills that open up a world of possibility, giving them the tools to create the future. The course will excite and engage students with contemporary topics covering the breath of this dynamic and evolving subject. Students will study a wide range of materials including textile fibres and fabrics, woods, metals and plastics. The course will give students the ability to confidently analyse and evaluate products, situations and society in every walk of their lives now and in the future.
Design and Technology is a subject that brings learning to life, requiring students to apply their learning to real-life situations. This qualification aims to relate authentic real-world awareness of design practices and strategies used by the creative, engineering and manufacturing industries. Students will be required to use critical thinking leading towards invention and design innovation, to design and make prototypes and solve real and relevant problems, considering their own and others’ needs, wants and values. The OCR course requires students to apply mathematical and scientific knowledge, understanding and skills. This reflects the importance of Design and Technology as a pivotal STEM subject. 20
chnology The assessment of this subject will consist of both coursework and examined elements. Students will need to have an understanding of the following topics in both forms of assessment: 1. Identifying requirements 2. Learning from existing products and practice 3. Implications of wider issues 4. Design thinking and communication 5. Material considerations 6. Technical understanding 7. Manufacturing processes and techniques 8. Viability of designs solutions
Unit 1: Principles of Design and Technology Written Examination (50%)
Students will sit the examination paper at the end of the Upper Fifth year. This written paper is externally assessed and is separated into two sections which will allow students to demonstrate their core knowledge of Design and Technology principles, as well as showing their in-depth knowledge of at least one main material category. This could be either resistant materials or textiles. Non-Examination Assessment (50%)
Unit 2 and Unit 3: Iterative Design Challenge
The coursework, or non-examination assessment (NEA), offers students the opportunity to demonstrate understanding of and skill in designing and making. OCR will release three contextual challenges for students to choose from. Students will explore the requirements of user groups, create innovative design solutions and evaluate whether needs have been met. Students will produce an e-portfolio and one final quality product from either resistant materials, textiles or both. The NEA is expected to take approximately 40 hours and is internally assessed.
What are the benefits?
Design and Technology enables students to learn how to communicate and present ideas successfully as well as equipping them with problem solving skills. Students will become independent and critical thinkers as well as learning to be ambitious and open to explore ideas. Students will also develop an awareness of the implications of costs, commercial viability and marketing of products, all skills which can be used in a wide range of future career choices.
OPTION SUBjECTS
Assessment
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AQA 8261
Drama is an exciting, creative and challenging GCSE course. Students will engage in a blend of practical and written assignments that will deepen their understanding of drama as an art form and also develop their practical performance skills. The course will involve workshops with professional practitioners and trips to see a range of live theatre productions.
Much of the work is collaborative and students will be required to work sensitively and creatively with others. However, all marks are given on an individual basis.
Drama GCSE is assessed through the following:
•
•
•
Understanding Drama (40% of GCSE) Written examination - 1 hour 45 minutes - 80 marks This is the written examination for the course that will be sat in the Upper Fifth. There are three sections which test understanding of drama terminology; ability to describe the performance of a section from a play studied and ability to evaluate a piece of theatre observed.
Devising Drama (40% of GCSE) Devising log - 60 marks Group devised performance - 20 marks This is mainly a practical piece of coursework where students will work in groups of between 2-6 and create their own piece of drama based on a stimulus given by the teacher. They have to consider their genre and performance style and complete a devising log which shows evidence of their contribution to the group piece.
Texts in Practice (20% of GCSE) Performance of Extract 1 – 25 marks Performance of Extract 2 – 25 marks This is an entirely practical examination. Students will perform two sections of the same script, but one of these might be a monologue or duologue and the other a group piece. Different characters can be played in each one. It will be assessed by a visiting examiner in the Lent Term of the Upper Fifth with only one attempt at this performance.
The benefits of studying Drama
Drama enables students to develop a wide range of skills that are vital for GCSE studies as well as future education and careers.
• Confidence and presentation skills
• Problem solving, creativity and improvisation
• Critical thinking and analysis
• Collaboration and team work
• Communication
• Project and time management and self discipline
• Giving and receiving constructive criticism
• Hard work and motivation
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Drama
OCR j309
The Food Preparation and Nutrition GCSE course has been designed to motivate students to develop the high level of knowledge, understanding and skill to cook and apply the principles of food science, nutrition and healthy eating.
They will learn about improving lives through better knowledge of food, where it comes from and how it affects our bodies. They will also explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes.
The subject is divided into five sections and food preparation skills (or cookery) is integrated into each section:
1. 2. 3. 4. 5.
Food, nutrition and health Food science Food safety Food choice Food provenance
& Nutrition
Assessment:
• Theoretical knowledge is assessed through a written examination which is 1 hour 45 minutes in length. It forms 50% of their final GCSE grade.
OPTION SUBjECTS
Food Preparation • The other 50% of the GCSE is made up of non-examination assessment (NEA). Students will undertake two tasks.
Task 1 – Food Investigation
• Students will demonstrate their understanding of the working characteristics, functional and chemical properties of ingredients through practical investigations.
Task 2 – Food preparation
• Students will demonstrate their knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food together with application of nutrition related to a chosen task.
• Students will prepare, cook and present a final menu of three dishes. 23
Geography AQA 8035
Geography is a subject that fosters an interest in the world, concern for the environment and develops useful skills. Geography offers a wide-ranging course combining physical and human topics and links well to many other subjects. It is a useful subject for many future career choices.
Students will learn:
Students will study three options from each group below:
Assessment:
Physical Geography includes:
• The challenges of natural hazards (volcanoes, earthquakes and extreme weather)
• Physical landscapes of the UK (two from either coasts, rivers or glacial environments)
• How to write clearly and accurately about the world and its people • How to research facts and figures, including using ICT
• How to use maps, photographs, graphs and diagrams
• How to collect and interpret data gained through fieldwork.
There will be 3 parts: 1. Physical Geography (35%) 2. Human Geography (35%) 3. Geographical Applications (30%)
All of the above examinations consist of a variety of question types including shorter responses, longer prose and multiple choice.
• The Living World (tropical rainforests and either hot deserts or polar environments)
Human Geography includes:
• Urban issues and challenges (A study of cities in both wealthier and poorer parts of the world to compare and contrast opportunities and challenges they face)
• The changing economic world (to explore the changing world of work and the impacts of modern technology and globalisation)
• The challenge of resource management (one from food, water or energy)
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These topics are illustrated by detailed studies of places at different levels of development in different parts of the world.
History Cambridge IGCSE Syllabus 0470
History offers us windows into the past. As a subject it considers:
Why was a small island like Britain able to become a leader in industrial and technological development and control around a fifth of the world? Why did its women have to resort to hunger strikes in order to get the vote?
Why an advanced country like the USA still practised racial segregation at a time when it was possible for them to send men to the moon? SOME OF THE HISTORICAL CHARACTERS THAT ARE STUDIED ARE: Giusppe Garibaldi, Otto Von Bismarck, Abraham Lincoln and Al Capone
If you decide to study History at IGCSE, you will be studying 19th century Europe and their overseas empires, the civil war in the United States and build on your existing knowledge of the causes of the First World War. For our Depth Study you will look at the USA, 1919-41. At IGCSE you develop the skills that you need to research topics properly and produce clear and balanced arguments. you will practise writing and speaking about the past, learn to read and understand original written and visual source materials, including photographs and cartoons. you will make site visits to places of historical importance. Above all, you will learn how to find out the truth.
OPTION SUBjECTS
HISTORy ENABLES STUDENTS TO INVESTIGATE: Why there were so many revolutions that ultimately failed in the 19th century?
ASSESSMENT: • Three examination papers • No coursework or controlled assessment
Component 1 • 2 hour paper worth 40% • Students are tested on all the course content through structured essays.
Component 2 • 2 hour paper worth 33% • Students are tested on their ability to work with source-based material.
Component 3 • 1 hour paper worth 27% • Students answer one question on the Depth Study.
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A GCSE in Latin will encourage students to develop insights into the relevance of Latin and of ancient literature and civilisation to our understanding of our modern world of diverse cultures. Students should be able to use their knowledge and understanding of Latin to deepen their understanding of English and other languages and also to relate their knowledge and understanding of the ancient world to other disciplines. Latin is a GCSE that tends to develop research and analytical skills that will empower students to become independent learners and enquirers, equipping them for further study in arts, humanities and sciences. There is no coursework in this subject.
Latin
Component 1 - Language
This is the language paper. Students study texts and stories in Latin to build knowledge and understanding of Latin vocabulary, accidence and syntax. The Language component requires students to translate a passage of Latin, answer comprehension questions and either answer questions on syntax and accidence within the context of a narrative passage or translate short English sentences into Latin.
This component is worth 100 marks, 50% of the total GCSE, and is assessed externally in a written examination of 1 hour 30 minutes.
Component 2 – Prose literature
Students will read prescribed passages about Druids, Boudicca and a rebellion at Pompeii written by Caesar, Tacitus and Pliny and questions will be set on the context, background and literary and linguistic content.
This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written examination of 1 hour.
Component 3 – Verse literature
Students will read prescribed passages from Virgil (Aeneid 4, the story of Dido and Aeneas) and questions will be set on the context, background and literary and linguistic content.
This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written examination of 1 hour.
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OCR Syllabus J282
Music
PERFORMING (30%)
At least two pieces are required, contrasting solo playing with ensemble work. Minimum total time is four minutes, with the recordings made during the Upper Fifth year.
COMPOSING (30%)
Two pieces required: one is a ‘free’ composition, the other is written in response to a set ‘brief ’ which is issued at the start of the Upper Fifth. Minimum total time is three minutes, and both scores and recordings are required.
APPRAISING (40%)
There are four Areas of Study, each containing two set works: • Instrumental Music (pieces by Bach and Beethoven)
• Vocal Music (pieces by Purcell and Queen)
Edexcel
• Fusions (tracks by Afro Celt Sound System and Esperanza Spalding)
Some background listening to unfamiliar music is also expected, as well as dictation and an essay.
Students will prepare pieces (or songs) in their individual music lessons for the performance coursework (Unit 1). Given the high standard of practical music-making at Sherborne Girls, GCSE students will usually be Grade 5 standard (or above) by the end of their Upper Fifth year. Students are able to take advantage of many opportunities to play in school concerts and regularly achieve very high marks in this unit.
OPTION SUBjECTS
• Music for stage and screen (music by Schwartz and john Williams)
Composition lessons (Unit 2) enables students to write compositions in a variety of styles, from which the best two will be selected for coursework submission. They will also learn to use Sibelius notation software. Once ‘into the swing’ of composing, many students find this a very enjoyable part of the course.
In Unit 3, students can look forward to experiencing a wide diversity of music, some of which may not have been encountered before. The unit develops ability to analyse and evaluate music; skills that are important to all musicians.
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